Subject Program. Year : 1º Semester : 1º School Year : 2010/2011

Transcription

1 1 de :00 Printed on: :00:31 Subject Program Subject Identification Organic Unity Course : [IS] Informática para a Saúde Degree : Subject/Module : Inglês Kind : required Scientific Field : Complementary Sciences ECTS : 2 Year : 1º Semester : 1º School Year : 2010/2011 Prerequisites : None. Hours Of Workload Theory-Practice (TP) 30:00 Tutorial (T) 4:00 Hours of Autonomous Work 20:00 Horas Totais 54:00 Lecturing Language English Lecturers Main Lecturer : Maria Carminda Bernardes Silvestre Lecturers Paula Rosa dos Santos Orfão Framework In the era of globalization, the English language has become the main vector of global communication. The importance of this language relies not only on its role as a língua franca, including among many native speakers of other languages, but also on forces led by groups with particular influence such as the academic, scientific, political or economic circles which have contributed to reinforce the use of language as a working tool. Accordingly, every professional must now have a good level of English, regardless of his/her area of work or specialty. Thus, a high level of competence in the four skills of English (listening; reading; speaking; writing) represents a vital aspect of any professional profile based on competitiveness, competence, dynamism and the capacity to open towards the outside world. This context of growing global mobility justifies in itself the Curricular Unit of English in the Curriculum as a means to prepare the students for both the present reality and the demands of the labour market.

2 2 de :00 Objectives/Skills General By completing the Curricular Unit of English[1] at a B1 level, students must acquire the linguistic, pragmatic and communicative skills expected from an independent user of English (in terms of production as well as comprehension, both oral and written). Accordingly, students are expected to use language in an autonomous way as a working instrument, in order to understand, speak and write it besides getting to know its rules as well as the social and cultural dimension of the use of English. The main aims of the Curricular Unit of English are: A1. To understand conversations and negotiations in English; A2. To understand the essential meaning of both concrete and abstract topics in texts; A3. To acquire language skills (reading, listening, writing and speaking) to interact in formal or informal meeting and working situations in English with speakers from different social, cultural and linguistic contexts; A4. To acquire writing skills in order to write about a wide range of topics in both formal and informal contexts; A5. To become aware of the importance and power of language in human relationships, both social and professional; A6. To understand the importance of updating scientific, social and cultural knowledge.

3 3 de :00 [1] The minimum level required for the Curricular Unit of English is: B1 (Independent user / threshold). It is divided into four different levels (A1, A2, B1, B2 and C1) according to the linguistic competences as defined in the Common European Framework of Reference for Languages, a document which distinguishes various levels of foreign language speakers according to their proficiency in terms of comprehension and production, both oral and written. Before enrolling, students take a compulsory placement test which is essential in assessing their language skills. Its objective is to divide students according to their level of language, particularly as far as lexicon and grammar are concerned. Consequently, more homogeneous groups are formed in order to allow a more gradual learning process adapted to their previous knowledge.

4 4 de :00 Specific - To acquire basic notions about the characteristics which have led English to become a língua franca and a global language, and to identify the etymological origin of technical terms; - To express attitudes and feelings about English and to uses expressions related to language learning; - To understand the main points of clear standard inputs on familiar matters (such as work, school, leisure, etc.); - To understand texts consisting mainly of job-related language; - To deal with most situations related to personal or professional interest, and to produce a simple, coherent speech on topics which are of familiar, personal or professional interest; - To describe experiences and events, dreams, hopes and ambitions, and to present briefly reasons and explanations for opinions and plans in a work-related context; - To describe people and places and to identify cultural differences; - To produce texts (both oral and written, formal and informal), according to the professional context; - To produce texts (personal letters; formal letters of complaint and apology, professional s, brief reports and minutes). Transversal A7. To provide students with a level of English to enable them to improve their scientific knowledge in their academic area, namely through the use of bibliography and computers;

5 5 de :00 A8. To provide the students with a personal profile to allow them to enter the labour market, including on an international level; A9. To promote autonomous study. Contents Synopsis 1. English as a língua franca 2. Informal Conversation 3. Contacts 4. Meetings 5. Negotiating relationships Complete A. CONTENTS BY TOPICS Topic 1: English as a língua franca. Attitudes towards English. Expressions to convey linguistic and learning necessities. Brief notions of the characteristics that have led English to become a global language; the Germanic and Latin origins (by means of French or directly from Latin) of English vocabulary. The importance of terms from various origins. The etymological origin of technical terms.

6 6 de :00 Topic 2: Informal Conversation: Taking part in conversations about people, places and other topics; description of personal and Professional profile; identification of cultural differences. Topic 3: Contacts: Starting and keeping conversations about topics related to the professional context by telephone, , letter Describing people and exchanging information. Topic 4: Meetings: Expressions to set up and organize meetings, make decisions, solve problems, presenting suggestions and leading meetings. Official register of information. Checking and clarifying facts and figures. Topic 5: Negotiating relationships: Expression of formality and informality. Expression of likes and dislikes about travelling on business. Discussing attitudes about meetings and cultural behaviours in different countries. B. LEXICAL AND GRAMMATICAL CONTENTS The teaching of lexical and grammatical contents will always be systematic and based upon the students difficulties. As far as lexical and grammatical contents are concerned, however, the following aspects will be taught: - Present Simple, Present Continuous, Present Simple vs Present Continuous - Past Simple; Past Continuous; Present Perfect - Time adverbs for, in, during, ago, over, before - Telephone expressions for dealing with difficulties and distractions - Comparatives and Superlatives - Phrasal Verbs with on, out, off, up, down - Polite questions forms

7 7 de :00 - Conditional (future reference) - Conditionals: type 1 and 2 - Future forms - Collocations - Modal verbs - Multi-verb expressions - Verb + prepositions - Prepositions; prepositional phrases; preposition+noun+preposition - Standard letter-writing expressions - The passive - Topic related idioms. Demonstration of the coherence of the contents with the objectives/skills of the subject 1. English as a língua franca (A 1, A2, A3, A4, A5, A6)

8 8 de :00 2. Informal Conversation (A1, A3, A4, A5, A6) 3. Contacts (A1, A2, A3, A4, A5, A6) 4. Meetings (A1, A2, A3, A4, A5, A6) 5. Negotiating relationships (A1, A2, A3, A4, A5, A6) Teaching/Learning Methodology Contact and Autonomous Teaching/Learning within theorico-practical classes: - Use of oral documents in English; - Use of written texts; - Exercises to stimulate verbal interaction; - Simulation of conversations in a socio-professional context; - Production of written texts on socio-professional topics; - Resolution of lexico-grammatical exercises. Autonomous learning: - Activities of consolidation of lexical and grammatical contents;

9 9 de :00 - E-learning by means of online material related to topics studied in class; - Written and oral comprehension exercises. Specific Resources Classroom CD player Computer Online Platform Library Demonstration of the coherence of the teaching/learning methodology with the objectives/skills of the subject The teaching/learning method used in the Curricirular Unit of English includes activities of comprehension and production of both oral and written texts in order to achieve the aims mentioned. Teaching/learning in theorico-practical classes: - Use of oral documents in English (A1, A2, A3, A4, A5, A6); - Use of written texts (A1, A2, A3, A4, A5, A6); - Exercises to stimulate verbal interaction (A1, A2, A3, A4, A5, A6); - Simulation of conversations in a socio-professional context (A1, A2, A3, A4, A5, A6); - Production of written texts on socio-professional topics (A1, A2, A3,A 4, A5, A6); - Resolution of lexico-grammatical exercises (A1, A2, A3, A4, A5, A6, A7, A8, A9);

10 10 de :00 Autonomous learning: - Activities of consolidation of lexical and grammatical contents (A1, A2, A3, A4, A5, A6,A7, A8, A9); - Scientific tutorial outside teaching time (A1, A2, A3, A4, A5, A6, A7, A8, A9). Assessment Description The assessment of the Curricular Unit of English includes a written test divided into three sections meant to assess the students knowledge in each of the different skills (listening, reading and writing). In order to pass, students must get a minimum of 9.5 marks (out of 20) in every one of these skills before taking an oral test to assess his/her speaking skills. Each of the four sections eventually counts for 25% in the final mark. The assessment includes two moments: - A written test (including 3 sections); - An oral test. Continuous / periodical assessment One written test: Writing 25% (0-20 marks); Listening comprehension 25% (0-20 marks); Reading comprehension 25% (0-20 marks).

11 11 de :00 One oral test: Speaking 25% (0-20 marks). A minimum of 50% (10 marks) in each part of the test is compulsory to pass. Final assessment One written exam: Writing 25% (0-20 marks); Listening comprehension 25% (0-20 marks); Reading comprehension 25% (0-20 marks). One oral exam: Speaking 25% (0-20 marks). A minimum of 50% (10 marks) in each part of the test is compulsory to pass. Number of Evaluations Continuous/Periodic 2 Final 1

12 12 de :00 Bibliography Main POWELL, M. In Company Intermediate. Macmillan Publishers Ltd. Oxford. Complementary Oxford Advanced Learners Dictionary. Oxford, Oxford University Press. Approval Approved by CTC in :